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ASA 1/26/2006

A CHIEVING THE D REAM SM Student Success. Integrating the Project into the Core College Operations. February 1, 2006. ASA 1/26/2006. QEP Components. It must target the improvement of student learning It should have specific, well-defined goals that lead to measurable results

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ASA 1/26/2006

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  1. ACHIEVING THEDREAMSM Student Success Integrating the Project into the Core College Operations February 1, 2006 ASA 1/26/2006

  2. QEP Components • It must target the improvement of student learning • It should have specific, well-defined goals that lead to measurable results • It should address critical issues essential to the institution

  3. QEP Components • It should include evidence of careful analysis of the institutional context • It should include a viable implementation plan that includes the necessary resources • It should include a fully developed evaluation plan

  4. Why course completion? • Basic student retention data must account for at least 2 important variables: • Student intent to persist • Environmental variables • Course completion data accounts for student intent. • Course completion leads to retention which leads to graduation.

  5. How the data were analyzed • Student success rate • Withdrawal rate • Compare student success by: • Courses taught by full-time faculty vs adjunct • By campus • Online vs traditional • “Early-term” vs “Longer-term” students • Student age groups, gender, race

  6. Data analysis - continued • Institution-wide • By campus • Developmental English and Math • Gatekeeper English and Math • Online

  7. College Credit Course Success By Race

  8. College Credit Course Success By Age * 39% (N=830 grades) of the 2,104 grades attributed to dual enrolled high school students. Success rate less dual enrolled students = 71%.

  9. Observations • College Credit Courses • The success rate for adjuncts (77%) is slightly higher than that of FT instructors (71%). • The success rate for online courses (67%) is lower than that of traditional courses (76%). • The withdrawal rate for online courses (14%) is higher than that of traditional courses (8%). • The success rate for 18-21 year old students (69%) is less than that of 22-29 (76%) and students 30 and older (82%). • The success rate for African-American students (70%) is lower than that of white students (77%). • The fewer credits accumulated, the lower the success rate. Students with less than 16 accumulated credits have the lowest success rate m (70%) compared to 16-30 credits (77%) and 31+ credits (81%).

  10. Developmental Course Success By Campus

  11. Developmental Course Success By Race

  12. Observations • Developmental Courses • ● The Chesapeake Campus success rate in dev. ENG (80%) is more than 10 percentage points higher when compared to the other three campuses. • ● The Portsmouth Campus success rate in dev. MTH is more than 10 percentage points higher when compared to the other three campuses. The Va. Beach Campus has an unusually high dev. MTH nonsuccess rate (42%) compared to the other three campuses. • ● When examined by FT faculty, dev. ENG success rates range from a high of 77% at Chesapeake to a low of 44% at Portsmouth. • ● When examined by FT faculty, dev. MTH success rates range from a high of 69% at Portsmouth to a low of 47% at Virginia Beach. • ● Dev. ENG courses taught online have a lower success rate (58%) than traditional delivery courses (66%). Dev. MTH courses taught online have a lower success rate (45%) than traditional delivery courses (53%).

  13. Observations Developmental Courses – continued ● The withdrawal rate for online dev. ENG courses (17%) is about twice that of traditional dev. ENG courses (9%), and the online dev. MTH withdrawal rate (27%) is three times the rate of traditional courses (8%). ● Less than 50% of minority students enrolled in dev. MTH are successful. ● For males, the success rate (46%) and nonsuccess rate (45%) are almost identical in dev. MTH. ● The success rates for dev. ENG (64%) and dev. MTH (48%) are lowest among the 18-21 year age group and highest for those 30 and older. ● The success rate for developmental courses is lowest for students with 15 or fewer accumulated credits.

  14. Gatekeeper Course Success By Campus

  15. Observations Gatekeeper Courses ● Similar to statistics for developmental ENG and MTH, the Chesapeake Campus has the highest success rate for gatekeeper ENG (75%) and the Portsmouth Campus has the highest success rate for gatekeeper MTH (70%). ● The gatekeeper ENG success rate is lowest for the 18-21 year age group (64%) and those with less than 16 accumulated credits (70%). ● About 27% of students enrolled in gatekeeper MTH courses are unsuccessful, and 13% withdraw. ● The gatekeeper MTH success rate for males (53%) is much lower than for females (65%). ● The gatekeeper MTH success rate is lowest for the 18-21 year age group (56%) and those with less than 16 accumulated credits (57%).

  16. Observations Common Threads ● Students with less than 16 accumulated credits and in the 18-21 year age group tend to have a lower success rate. ● Online courses tend to have higher withdrawal rates, particularly in dev. MTH and ENG. ● Males and minorities tend to have a lower success rate in MTH (both dev. and gatekeeper).

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